Exploring DUA Methodology in Teaching Technical Vocabulary for Cutting and Sewing in English: A Qualitative Study in Technical Schools of Ecuador

This qualitative study explores the application of Universal Design for Learning (DUA) methodology in teaching technical vocabulary for cutting and sewing in English within Ecuador's technical secondary education system, specifically at Colegio Fiscal Técnico Industrial Febres Cordero. The research focuses on third-year baccalaureate students (n=30) who are developing specialized vocabulary skills essential for their technical careers. Despite the growing importance of English proficiency in technical fields, research on specialized vocabulary acquisition methods in vocational education remains limited in Latin American contexts. Through semi-structured interviews with teachers (n=5), focus group discussions with students, classroom observations, and analysis of instructional materials, this research examines how DUA principles are understood, adapted, and implemented in this specific educational environment. The findings reveal that teachers at Febres Cordero creatively adapt DUA principles to accommodate diverse learning needs while negotiating challenges including limited resources and the integration of traditional terminology. Students demonstrate enhanced engagement and vocabulary retention when multiple representation modes are utilized, particularly through visual-tactile connections between English terminology and physical materials. The study identifies sociocultural dimensions affecting technical vocabulary acquisition, including local textile traditions and the practical application contexts most relevant to students' future employment opportunities. This research contributes to understanding how flexible, multimodal approaches like DUA can be contextually adapted for technical vocabulary instruction while addressing the specific educational realities and needs of students at “Colegio fiscal técnico Industrial Febres Cordero”. Implications for teacher training, curriculum development, and culturally responsive ESL pedagogy in Ecuador's technical education system are discussed.